Pomen gibalnih izzivov v gozdu za razvoj ravnotežja predšolskih otrok : diplomsko delo

Burnik, Kasandra (avtor), Lukančič, Eva (avtor), Gregorc, Jera (mentor)

V diplomskem delu smo preučevali pomen gibalnih izzivov v gozdu za razvoj ravnotežja v predšolskem obdobju. Čez pregled slovenske in tuje literature smo predstavili celostni razvoj predšolskega otroka, s poudarkom na razvoju ravnotežja. Opisali smo glavne značilnosti motoričnih sposobnosti in izpostavili, da je ravnotežje tista gibalna sposobnost, ki je pomembna za izvedbo katerekoli gibalne aktivnosti. Raziskave, ki smo jih preučevali, so temeljile na uresničevanju koncepta odprtega učenja, katerega cilj je bil aktivno prenašanje dejavnosti in aktivnosti v gozd. V dosedanjih raziskavah so bili zajeti predvsem otroci prvega starostnega obdobja, nismo pa zasledili poudarka na razvoju ravnotežja za otroke drugega starostnega obdobja. Glede na opredeljen problem smo si zastavili cilja, in sicer raziskati priložnosti in načine za razvoj ravnotežja v gozdu, ki so primerni za predšolskega otroka, in ugotoviti razlike v učinkovitosti dveh gibalnih programov na razvoj ravnotežja, če se program izvaja bodisi v gozdu bodisi v telovadnici. V diplomskem delu smo na vzorcu predšolskih otrok, starih od 3 do 5 let, v časovnem obdobju petih tednov raziskali, kakšne priložnosti za razvoj ravnotežja ponujata gozd in telovadnica. V gibalni program je bilo zajetih 40 otrok. Polovica otrok iz Vrtca Antona Medveda Kamnik, ki je ravnotežnostne naloge izvajala v gozdu, druga polovica otrok iz Vrtca Kurirček Logatec pa je ravnotežnostne naloge izvajala v telovadnici. Gibalni program je zajemal različne priložnosti za razvoj ravnotežja (seskoke, hoje po različnih podlagah, vrtenja, kotaljenja ipd.). Otroke smo testirali dvakrat, in sicer prvič pred gibalnim programom in drugič po njem. Testna baterija je vsebovala pet nalog, ki so bile ocenjene od 1 do 5. Podatke smo nato analizirali in izrisali grafe, s pomočjo katerih smo rezultate primerjali med seboj. Ugotovili smo, da so otroci, ki so bili deležni gibalnega programa v telovadnici, bolj napredovali od tistih, ki so bili deležni gibalnega programa v gozdu. Menimo, da je bil gibalni program v telovadnici uspešnejši, ker je bilo za otroke več priložnosti za vadbo na istih pripomočkih.

• Jezik: Slovenski jezik
• Ključne besede: ravnotežje, predšolski otrok, gibalni program, predšolski otroci
• Vrsta gradiva: Diplomsko delo/naloga
• Tipologija: 2.11 - Diplomsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: K. Burnik in E. Lukančič
• Leto izida: 2025
• Št. strani: 54 str.
• PID: 20.500.12556/RUL-168726
• UDK: 373.2(043.2)
• COBISS.SI-ID: 233956611
• Datum objave v RUL: 19.04.2025

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The role of forest-based movement challenges in enhancing balance in preschool children

Izvleček

In the thesis, we studied the importance of physical challenges in the forest for the development of balance in the preschool period. Through a review of Slovenian and foreign literature, we presented the holistic development of a preschool child, with an emphasis on the development of balance. We described the main characteristics of motor skill and emphasized the balance is the motor skill that is important for performing any physical activity. The research we studied was based on the implementation of the concept of open learning, which aimed to actively transfer activities into the forest. Previous research mostly focused on children of the first age group, but we did not find a focus on the development of balance for children in the second age group. Based on the defined problem, we set two goals: to investigate the opportunities and ways to develop balance in the forest suitable for preschool children and to determine the differences in the effectiveness of two movement programs on balance development, whether the program is conducted in the forest or in the gym. In the thesis, we researched, on a sample of preschool children aged 3 to 5, over a period of five weeks, what opportunities the forest and the gym offer for balance development. The movement program included 40 children. Half of the children from Anton Medved Kindergarten in Kamnik, who performed balance tasks in the forest, and the other half from the Kurirček Kindergarten in Logatec, who performed balance tasks in the gym. The movement program included various opportunities for balance development (jumps, walking on different surfaces, spinning, rolling, etc.). We tested the children twice: first before the movement program and second after it. The test battery included five tasks, which we rated from 1 to 5. We then analysed the data and created graphs, which we used to compare the results. We found that children who participated in the movement program in the gym progressed more than those who participated in the program in the forest. We believe the movement program in the gym was more successful because the children had more opportunities to practice on the same equipment.

• Ključne besede: balance, preschool child, movement program